Essay on Claudius of Shakespeares Hamlet - 1872 Words

Claudius of Hamlet A close second in nobility to the protagonist in Shakespeare’s Hamlet is the incredible King Claudius. His superior qualities render him a worthy antagonist capable of a plummeting downfall at the climax. G. Wilson Knight in The Embassy of Death interprets the character of Claudius: Claudius, as he appears in the play, is not a criminal. He is - strange as it may seem - a good and gentle king, enmeshed by the chain of causality linking him with his crime. And this chain he might, perhaps, have broken except for Hamlet, and all would have been well. But, granted the presence of Hamlet - which Claudius at first genuinely desired, persuading him not to return to Wittenberg as he wished -†¦show more content†¦It would seem initially that Gertrude, rather than Claudius, is to blame for the protagonist’s â€Å"violent emotions† (Smith 80); thus in his first soliloquy Hamlet cries out, â€Å"Frailty, thy name is woman!† Claudius’ first appearance is at a court gathering where he very dishonestly laments the death of his brother: Though yet of Hamlet our dear brothers death The memory be green, and that it us befitted To bear our hearts in grief and our whole kingdom To be contracted in one brow of woe, Yet so far hath discretion fought with nature That we with wisest sorrow think on him, Together with remembrance of ourselves. (1.2) Claudius handles the affairs of state very confidently, regarding Norway and Fortinbras; and personal matters with familial concern, like Laertes’ return to studies in France and Hamlet’s dejection: â€Å"How is it that the clouds still hang on you?† The king is a â€Å"capable ruler and a resourceful man† (Boklund 120). Claudius shares the decision-making with Gertrude, and â€Å"perils his very soul for her†(Faucit 11). Claudius supports her wish that Hamlet remain at Elsinore rather than return to his studies: â€Å"Let not thy mother lose her prayers, Hamlet, / I pray thee stay with us, go not to Wittenberg.† Coleridge states regarding this scene: In theShow MoreRelated Shakespeares Hamlet - Claudius Essay2442 Words   |  10 PagesClaudius of Shakespeares Hamlet’s G. Wilson Knight in The Embassy of Death interprets the character of Claudius in Shakespeare’s Hamlet: Claudius, as he appears in the play, is not a criminal. He is - strange as it may seem - a good and gentle king, enmeshed by the chain of causality linking him with his crime. And this chain he might, perhaps, have broken except for Hamlet, and all would have been well. But, granted the presence of Hamlet - which Claudius at first genuinely desiredRead More Hamlet: The Character of Claudius in Shakespeares Hamlet Essay1330 Words   |  6 PagesHamlet: The Character of Claudius  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Of all the characters in Shakespeares Hamlet, perhaps the role of Claudius is the most intriguing and crucial. Claudius is the most controversial, the most mysterious and the most talked about character in this play. Many people look at Claudius and only see a villain, but there are additional sides to him that are often overlooked: Claudius the father, the husband, the ruler and the mortal individual. In this play the characters are not super-humanRead More The Character of Claudius in Shakespeares Hamlet Essay805 Words   |  4 PagesThe Character of Claudius in Hamlet As a supporting character in Shakespeare’s play, Hamlet, Claudius is not developed to his full potential. His primary role in the play is to initiate Hamlets confusion and anger, and his subsequent search for truth and lifes meaning. But Claudius is certainly not a static character. While Claudius’ qualities are not as thoroughly explored as Hamlets,   the treacherous King of Denmark is a complete character. When we first see Claudius, he strikes usRead MoreClaudius in William Shakespeares Hamlet Essay2023 Words   |  9 PagesClaudius in William Shakespeares Hamlet Ans. Hamlet, Prince of Denmark is perhaps Shakespeares best tragedy. It was written between the years, 1600-1601. Hamlets character in the play is one of introspection and reflection. He is a person who thinks too much before he acts and also expresses a lot of his feelings before actually doing something. All of Shakespeares tragedies concerned people in high positions in a country and his fall would affect every one inRead More Shakespeares Presentation Of Claudius In Hamlet Essay1669 Words   |  7 PagesShakespeares Presentation Of Claudius In Hamlet Hamlet opens with the death of Old King Hamlet, Father of Hamlet, Prince of Denmark. The new king, Claudius, brother of the previous king has married Gertrude, the dead mans widow and has taken the throne. Shakespeare presents Claudius as the plays damned smiley villain although he does allow him some redeeming features; leading an audience to view him as a complex and contradictory figure within the play. Read More The Character of Claudius in Shakespeares Hamlet Essay2062 Words   |  9 PagesThe Character of Claudius in Hamlet      Ã‚      Shakespeare presents Claudius as a character with many faces yet the audience can clearly understand his motives and ambition throughout the play. His character does however change and we clearly see how his evilness and weakness increases as his need to escape discovery and his clandestine nature in doing so, is revealed.  Ã‚  Ã‚  Ã‚      It is in Act one scene two that we are first introduced to the character of Claudius. The impression madeRead MoreThe Death Penalty In William Shakespeares Hamlet And Claudius958 Words   |  4 PagesIn William Shakespeare’s, Hamlet, King Hamlet was pierced to execution, by his own brother, Claudius. Hamlet had never really thought about killing Claudius, until Claudius had murdered Hamlet’s father, just to become the new King of Denmark. Hamlet had several opportunities to kill Claudius but never did. He was immensely sane, and never wanted to kill anyone because that was not the person he was. Hamlet had many outrageous opportunities to pierce Claudius to death, but he believed that it wasRead More Shakespeares Hamlet - Hamlet’s Villain, King Claudius Essay3285 Words   |  14 PagesHamlet’s Villain, King Claudius      Ã‚  Ã‚   In the drama Hamlet Shakespeare has concocted a multi-dimensional character in the person of King Claudius. It is the intent of this essay to analyze and probe all the various aspects of this curious personality.    Ward and Trent in The Cambridge History of English and American Literature consider Shakespeare’s options in designing the character of Claudius:    There were at least two ways in which an ordinary, or rather more than ordinaryRead More The Importance of Claudius Guilt in Shakespeares Hamlet Essay example852 Words   |  4 PagesThe Importance of Claudius Guilt in Hamlet       In the first three acts of the play Hamlet, King Claudius go through a subtle, but defined change in character.   Claudius role in the play begins as the newly corrinated king of Denmark.   The former king, King Hamlet, was poisoned by his brother, Claudius, while he was asleep.   Claudius, however, made it known to everyone that the king died of a snakebite in the garden, and thus no one knew of the murder that had just taken place making his murderRead MoreKing Claudius And Narcissistic Personality Disorder In Shakespeares Hamlet1066 Words   |  5 Pages The Tragedy of Hamlet is a famous work written by Shakespeare in the late 14th century. Within the story, there are many characters who appear to be very â€Å"off†. Hamlet seemingly goes insane, The King is on a power trip, Ophelia goes insane and potentially kills herself, and the Queen remarries almost immediately. These are not behaviors normal humans show, and so I will be diagnosing King Claudius with Narc issistic Personality Disorder. King Claudius could have potentially been diagnosed with

Annotated Bibliography On Polycystic Kidney Disease

Assessment details: An Inherited Genetic Disease Title: Polycystic Kidney Disease Introduction Polycystic Kidney Disease (PKD) is a fairly common genetic disorder of the kidneys. It affects approximately 1in 750 people. There are 2 types, the autosomal dominant (ADPKD) and the autosomal recessive (ARPKD). Autosomal dominant (ADPKD) is far more common of the two. The disease presents with lots of cysts on the kidneys and can not be cured. Medication can manage the symptoms. The symptoms include urinary tract infections, high blood pressure and even renal failure as it progresses. Serial ultrasound scans are usually performed to monitor the cysts and to screen family members. How is the disease inherited? Most cases of this disease have an autosomal dominant pattern (ADPKD). These people with are born with a mutated copy of the PKD1 (85% of cases) or PKD2 (15% of cases) gene in each cell and this mutated gene is inherited from one of their affected parents in about 90% of the time. The other 10 percent of cases result from new mutations in people with no history of the disorder in their family. This is known as acquired polycystic kidney disease. The PKD1 gene is located on chromosome 16 and PKD2 gene is located on chromosome 4. Not only are there mutations in the DNA of these genes but there may also be large deletions that remove sometimes up to 10 genes. These mutations are also called germline mutations because they are present in the parent’s egg or spermShow MoreRelatedPCOS Essay4926 Words   |  20 PagesRESTORING OVULATION IN PCOS 2 RESTORING OVULATION IN PCOS Clomiphene Versus Metformin for Restoring Ovulation in Women with Polycystic Ovarian Syndrome Daniel Kendall DNP-S, Brandi Knierim DNP-S, Molly Hilzendeger DNP-S University of Mary NUR 720 Clomiphene Versus Metformin for Restoring Ovulation in Women with Polycystic Ovarian Syndrome Polycystic ovarian syndrome (PCOS) is a leading cause of infertility that is caused by anovulation (Baran, Api, Goksedef, Cetin, 2010). Anovulatory

Understanding and Supporting Behavior for MHD- myassignmenthelp

Question: Discuss about theUnderstanding and Supporting Behavior for MHD. Answer: Introduction: In this essay, I seek to interrogate the quote by Humphrey Wigelsworth, (2012, p. 339)"Childrens experience within school is crucial in determining their likelihood of experiencing MHD (Mental Health Disorders), but this experience is clearly individual in nature and individual differences in competencies, such as self-regulation and social success help to explain why children in similar environments may experience different levels of well-being. I have chosen to focus on this quote for my essay because it does not seem to use a blanket approach towards the effects of a childs experiences within school, but it recognizes that outside influences are playing a central role in the determination of the outcome of these experiences and how each individual child would handle the same or similar situations differently from each other. To align with this quote, I have chosen the Ecological Systems Theory as it analyses the childs surrounding levels of environment to determine how the child will develop. Based on this theory (EST), I intend to reflect on what behavior is by discussing different behaviors portrayed by students in learning environment (school) and formulating the reasons with example using the above chosen ecological system theory. To effectively approach the analysis of the above quote, it remains imperative for me to examine both the implications of mental health discussed in the quote and present possible ramifications of mental health escalations. The topic of resilience and positive psychology becomes a useful resource in informing my response and connection to the theory of ecological system. Define Behavior Based On the Theory You Have Chosen (EST) Ecological System Theory (EST) also known as Human Ecology Theory (HET) posit that human development is dictated by the different kinds of environmental systems (the microsystem, mesosystem, exosystem, macrosystem, and chronosystem). EST is helpful in understanding why people might differently behave when compared to our behavior in face of our family alongside our behaviors at school. EST is valuable based on the manner of examining individuals and impacts of various environmental system encountered by individuals (Lane Oakes, 2015). This theory has since become an important theory which is the foundation of the theorists work. According to EST, it is believed that an individuals development is affected by everything in their environment/surrounding environment. Thus behavior is defined as observable activity of an organism; anything an organism does that involves action/or response to stimulation Understanding Behavior as a Socio-Cultural Construct Behavior examination is based on a social constructionist viewpoint. The constructionism is initially defined and compared with a generic positive science image and then view the behavior from both perspective. The behavior analysis is more of positivist than constructionist perception (Skinner, 2012). The alignment between behavior examination and positivism arises more evidently where positivist and constructionist viewpoints are contrasted on relation between music and science. The behavior has been shown to anchor the environmental surrounding of an individual which dictates the social interactions. Thus behavior is influenced by everything in the surrounding which can be well understood by the EST five phases that influence the behavior. For example, the microsystems outline all people or social agents that dictate that behavior of the people whereas the macrosystem entails the real culture a persons has to conform to as he socially and culturally interact with fellow social agents. Thus, to understand the behavior of a person, like in this case, children, we need to comprehend this based on a given setting, school in the present case. Therefore, we can understand that children will behave based on the socio-cultural interactions in school via the available social agents (teachers, fellow students, parents, classmates and even neighbors). Because a school is a diverse context or setting, the social interactions of the children is affected not only by the student own culture but other subcultures or cultures of fellow social agents. Thus, by understanding the social-cultural construction, we need to understand the kind of behavior adopted doesnt come from vacuum but is strictly based on social and cultural construction within a given setting (Schulte-Krne, 2016). Quote Introduction and Identification of the Behaviors Exhibited By Students "Childrens experience within school is crucial in determining their likelihood of experiencing MHD (Mental Health Disorders), but this experience is clearly individual in nature and individual differences in competencies, such as self-regulation and social success help to explain why children in similar environments may experience different levels of well-being. From this quote, it is apparent that the behaviors demonstrated by the children in the school are individual-based. This determines the probability of children experiencing Mental Health Disorder. Childrens behaviors is based on their competences like self-regulation and social success. Some students have been shown to be more susceptible to MHD than others. The reason is that it is apparent that some students have better competences in terms of self-regulation and social success. Children who suffer mainly from MHD have the causes attached to parental neglects or even other issues associated with disjointed families. The school thus need to understand the experience in school should be one that is informed by deeper understanding of the background of a student. This is because where school is framed in such a manner that it escalates rather than mitigate the problems facing student at home, the children will be more vulnerable to MHD. Formulating Reasons Students Behaviors Based on EST Based on EST, the behaviors shown by the children can explained easily: The Microsystem: This context is direct environment people have in their lives. It includes friends, families, teachers, neighbors, classmates among other individuals who have direct contact with a person. It is the context whereby children have straight social interactions such social agents (Palmer, Saviet Tourish, 2016). EST posits that we are not just recipients of the experiences we have as we socialize with the social agents in the microsystem-environment. We are, however, great contributors of environments construction. This explains why some children who have competencies in self-regulation and social-success are at reduced risk of MHD than those students who lack such competencies. This means that despite being in one school, students with such competencies have higher ability to cope as they interact than those who lack the competencies The Mesosystem: This encompasses the correlation between the microsystems in a persons life. This means that a persons family experience could be linked to his school experience. For example, where a given child becomes neglected by his parents, he might have a low opportunity of developing desired attitude towards his tutors, classmates, and even neighbors. Further, such a child might feel obstinate in the face of classmates and might revert to withdrawal from a cohort of colleagues (Neal Neal, 20130. Such a withdrawal will lead to MHD. In this case, we can clearly attach the behavior to poor relationship between the microsystems which the lead to negative behavior because behavior is a social-cultural construct. The Exosystem: This is the context whereby there is a connection between the setting wherein the individual doesnt have any active role, and that wherein is participating actively. Supposing a child remains increasingly attached to her father than her mother. Where the father travels overseas to work for many months, there might be a conflict between her and mothers social relationship (Westley et al., 2013). On the other hand, such an event could lead to a tighter bond between the child and the mother. This is true where a given student is attached to one teacher who is then transferred to another school thus ruining his relationship with the remaining teachers. If this occurs, the possibility of the student being affected by MHD skyrockets. The Macrosystem: It is a setting of real culture of the child. A cultural setting encompass the socioeconomic status of an individual and/or his family, his race or ethnicity and living in advanced or developing nation. For instance, being born to a poor family can make a child work harder daily. In this sense, the child will be able to acquire such desired competencies like self-regulation and hence able to cope in school without suffering from MHD (Onwuegbuzie, Collins Frels, 2013). The Chronosystem: It encompasses the transition alongside shifts in the lifespan of a child. This could further entail the socio-historical settings which could dictate a child. For instance, a divorce is a major life transition that affect both couples relation and their childrens behavior. Children are adversely affected on 1st year following a divorce. The subsequent years following divorce unearth the interaction within family becomes increasingly agreeable and stable. Therefore, students who are highly impacted with divorce will be vulnerable to MHD. In this case, their competencies like self-regulation and social success will be hampered (DuPaul Jimerson, 2014). Conclusion To this end, Ecological System Theory (EST) has been very instrumental in helping me analyze the quote. It is apparent from the analysis that behavior is a socio-cultural construct. Within schools, it is true that childrens experience is crucial in determining their likelihood of experiencing MHD (Mental Health Disorders). Children with competencies like self-regulation and social success are resilient to MHD than those who lack such competencies. The implication from the revelation is that the school must understand every childs background in order to provide a customized-based service that promotes self-regulation and social success to help prevent MHD amongst students. References DuPaul, G. J., Jimerson, S. R. (2014). Assessing, understanding, and supporting students with ADHD at school: Contemporary science, practice, and policy. Lane, K. L., Oakes, W. P. (2015). Supporting behavior for school success: A step-by-step guide to key strategies. Guilford Publications. Neal, J. W., Neal, Z. P. (2013). Nested or networked? Future directions for ecological systems theory. Social Development, 22(4), 722-737. Onwuegbuzie, A. J., Collins, K. M., Frels, R. K. (2013). Foreword: Using Bronfenbrenners ecological systems theory to frame quantitative, qualitative, and mixed research. International journal of multiple research approaches, 7(1), 2-8. Palmer, M., Saviet, M., Tourish, J. (2016). Understanding and Supporting Grieving Adolescents and Young Adults. Pediatric Nursing, 42(6), 275. Schulte-Krne, G. (2016). Mental health problems in a school setting in children and adolescents. Deutsches rzteblatt International, 113(11), 183. Skinner, N. (2012). Ecological systems theory. Westley, F., Tjornbo, O., Schultz, L., Olsson, P., Folke, C., Crona, B., Bodin, . (2013). A theory of transformative agency in linked social-ecological systems. Ecology and Society, 18(3).

Relativism Essays - Metatheory, Relativism, Dawsons Creek

Relativism Webster Dictionary describes relativism as a view that ethical truths depend on the individuals and groups holding them. The United States has the idea that they have the right to stick their noses into other countries' business because something else is morally wrong. But cultures vary greatly regarding what is morally right and wrong. Quotes related to relativism saturate prime time drama's like Roswell, and Dawson's Creek. Roswell is a semi drama on the WB Wednesday nights. The main characters of Roswell are Max, Liz, Michael and Isabel. In this episode it says, "Of coarse it's got to be the right one. You know how you know this, the kiss that's how." In this quote an alien hunter, Everett Hubbell, tells Max Evans his opinion on how you know you found the right girl. This relates to relativism because Everett Hubbell pushes his opinion on Max. Also on the WB, Dawson's Creek is a highly rated television show. The main characters are Joey, Dawson, Pacey, Jen, Jack, and Andy. In this episode it says, "Joey: Dawson what were you thinking? Dawson: I wasn't, for a fleeting moment I actually wasn't thinking, and it felt good. Joey: To take advantage of a girl who was drunk, vulnerable, and clearly on the rebound, I mean is it just me Dawson, or is this jaw dropingly out of character. Dawson: What character, Joey the little sketch in your head you have labeled Dawson, look this might not be the me your used to and I might make a complete fool of myself, but you have to start letting me make some mistakes." In this quote Joey is appalled on how Dawson acted because he acted differently than she is used to him acting. This directly relates to relativism because Joey has a preconceived notion on how Dawson should act.